This diploma thesis deals with intellectually talented individuals and from the narrower point of view, gifted pupils in the subject of Czech language at the second level of elementary school. In the theoretical part, the author deals with the talents, definitions and concepts of this issue, existing models from various authors, characteristics of gifted children, approaches of Czech schools to the education of these children and extra-curricular possibilities for the development of their talent. This thesis also deals with linguistic intelligence and personality of the teacher. The main objective is to give a realistic picture of how teachers of the Czech language view gifted pupils and what differences they find between gifted individuals and ordinary students. Furthermore, the author of the thesis searches for the differences between the capabilities of pupils gifted at the Czech language and other pupils in fulfilling the assigned tasks. Last but not least, what is the point of view on education of the pupils themselves. In the practical part, using the structured interview method, information and opinions from teachers of talented pupils and pupils themselves to the teaching of the Czech language are collected. In addition to that, on the basis of the theoretical data gathered, practical tasks...

Made available in DSpace on 2016-04-28T20:56:29Z (GMT). No. of bitstreams: 1 Luana de Andre SantAna.pdf: 2107452 bytes, checksum: 22481ef546bd3766dcc667c23facaac8 (MD5) Previous issue date: 2012-05-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The aim of this study is to identify the conditions which are necessary for a gifted person to fully devellop herself. The research carried on was based on bibliography of several known experts on the field, on a recorded interview with a gifted subject and on an oral interview with professor Erika Landau, Israeli pioneer on the study of gifted subjects, their needs and processes of self development. The research has used an interview with a subject based on the method of life story telling. The subject was an adult, professionaly and personally successfull, and his acomplisments were made possible by the environmental support he received. His testemony confirms the bibliographical studies and the oral contribution of Prof Erika Landau. The results show the need for a proper identification of the giftedness of subjects in society, the need for the recognition of their specific habilities and limitations recognized, as well as the need of providing the essencial support for them for a wholesome devellopment as a person. The society as a whole, and particularly the family and the school, need to provide conditions so that the gifted citizen can be as they could be", expression used repeatedly by Erika Landau when referring to these subjects and to the responsibility of role of society, schools and families to include them, effectively. The need of further studies in this field was identified by this reasearch study / Trata-se esta pesquisa da elaboração de um estudo sobre as condições necessárias para que uma pessoa com altas habilidades/superdotação tenha a oportunidade de se desenvolver plenamente. Esta pesquisa pautou-se em fontes bibliográficas e em fonte oral, esta última obtida em entrevista com Erika Landau, pioneira israelense no trabalho com altas habilidades/superdotação. O estudo apresenta a articulação das fontes bibliográficas e oral acima citadas a uma entrevista do tipo história de vida com um indivíduo adulto com altas habilidades/superdotação cuja história de sucesso profissional e pessoal teve condições de se realizar em virtude do apoio do meio. Os resultados mostram que as pessoas com altas habilidades/superdotação precisam ser identificadas, reconhecidas em suas habilidades e limitações, sendo apoiadas para se desenvolverem plenamente como sujeitos. Cabe à sociedade como um todo, particularmente a família e a escola, prover as condições que essas pessoas necessitam para ser quem se é , expressão esta utilizada recorrentemente por Erika Landau ao se referir a esses sujeitos e àquilo que cabe à sociedade, às escolas e às famílias para incluí-los efetivamente. Percebeu-se a necessidade de que mais estudos sejam realizados nesse campo

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Studiens syfte är att belysa och diskutera hur undervisande lärare och föräldrar till särbegåvade elever med eller utan diagnos upplever samarbetet mellan skolan och hemmet. För att ta reda på hur det förhåller sig används en kvalitativ intervjumetod, tre föräldrar till särbegåvade elever med eller utan diagnos och tre lärare intervjuades. Det teoretiska perspektiv som studien utgår ifrån är Eriksons (2004) fyra typologier som beskriver samverkan mellan hem och skola, samt Hargreaves (2001) socialkulturella distanser för att analysera samverkan på personnivå. Sammanfattningsvis visar resultatet av studien att samverkan mellan hem och skola inte är helt problemfritt då eleven är särbegåvad med eller utan diagnos. Samtliga Hargreaves distanser finns representerade och det är både föräldrar såväl som lärare som dessa uppmärksammades hos. Alla principer utom brukarprincipen gick att koppla till respondenterna. De faktorer som studien visar är gynnsamma för samverkan är kunskap från skolans sida angående NPF och särbegåvning samt enskilda personers engagemang för eleven. Faktorer som kan ses som mindre gynnsamma för samverkan är brist på tid och pengar i skolan. / The aim of the study is to highlight and discuss how teachers and parents of gifted students, with or without diagnosis, experience the cooperation between the school and the home of the students. To perform the study a qualitative interview method was used. Three parents and three teachers to gifted students with our without a diagnosis were interviewed. The theoretical perspective from which the study is based is Erikson's (2004) four typologies that describe the collaboration between home and school and Hargreaves (2001) social-cultural distances to analyze collaboration at a person level. In conclusion, the result of the study shows that the interaction between home and school is not completely without problems when the student is gifted with or without diagnosis. All Hargreave's distances are represented and it is for both parents and teachers that these were noticed. All principles except the user principle could be linked to the respondents. The factors that the study shows are favorable for collaboration between teachers and parents is knowledge from the school's side regarding NPD, and specificity, as well as individual's commitment for the student. Factors that can be seen as less favorable for collaboration are lack of time and money in school.

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

The purpose of this study was to examine elementary teachers&rsquo / and elementary mathematics teachers&rsquo / perceptions of mathematically gifted students in terms of teachers&rsquo / gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo / perceptions of mathematical giftedness, the instrument called as Teachers&rsquo / Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo / TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo / scores regarding this dimension were higher than those of elementary mathematics teachers.

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.

El objetivo del trabajo es analizar las contribuciones específicas y generales de distintas perspectivas de inteligencia (inteligencias múltiples, aptitudes diferenciales, inteligencia emocional e inteligencia exitosa) y creatividad (pensamiento divergente) en la configuración cognitiva de una muestra de alumnos nominados con altas habilidades. Este estudio ha permitido: 1) Analizar las características psicométricas y la utilidad de distintos instrumentos psicométricos para la identificación de la alta habilidad; 2) Definir 15 dimensiones cognitivas que permiten analizar la aportación específica de cada perspectiva al estudio de la alta habilidad; 3) Evidenciar que las perspectivas analizadas son relativamente independientes y reflejan aspectos diferentes y complementarios de la alta habilidad; 4) Especificar cinco factores que permiten estudiar la alta habilidad desde una perspectiva integradora; 5) Conformar cuatro grupos de alumnos de altas habilidades con características diferenciadas en función a las dimensiones cognitivas definidas. En general, el trabajo evidencia la heterogeneidad del constructo de la alta habilidad y llama la atención sobre la necesidad de desarrollar claves específicas para la respuesta educativa de los alumnos de altas habilidades en función a su perfil cognitivo. / The study aims to analyze the specific and general contributions of different perspectives of intelligence (multiple intelligences, differential aptitudes, emotional intelligence and successful intelligence) and creativity (divergent thinking) in the cognitive configuration of a sample of nominated high-ability students. This study has allowed: 1) To analyze the psychometric characteristics and usefulness of various psychometric instruments for identifying high ability, 2) To set 15 cognitive dimensions to analyze the specific contribution of each perspective to the study of high ability, 3) To show that the constructs are relatively independent and reflect different and complementary aspects of high ability, 4) To specify five factors that allow the study of high ability from an integrative perspective, 5) To shape four groups of high ability students with different characteristics depending to the cognitive dimensions defined. In general, the work demonstrates the heterogen eity of high ability and draws attention to the need to develop specific keys for the educational response of high ability students according to their cognitive profile.

Above-level testing is the practice administering a test level—of usually an academic achievement or aptitude test—to a gifted or high achieving child. This procedure is widely accepted in gifted education circles, on the basis of theoretical claims that above-level testing raises the test ceiling, increases variability among gifted students’ scores, improves reliability of data, reduces regression toward the mean, and improves interpretation of data from gifted students. However, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED). Subjects in this study were 224 students tested a total of 435 times while enrolled in a gifted magnet program for middle schoolers. Longitudinal analyses performed with hierarchical linear modeling indicate that substantial differences exist between students from overrepresented ethnicities (White and Asian Americans) and those from underrepresented ethnicities (Hispanic and African Americans) in both initial scores and the rate of score gains. Gender differences existed only for the rate of score increases for above-level reading scores. Socioeconomic differences existed, but did not have a unique impact beyond that of the ethnicity variable. A discussion of the place of these results within the wider gifted education research context and suggestions for further research are included. An appendix to the study gives information about item difficulty indexes for every item in the ITBS/ITED core battery for the eighth, ninth, and tenth grade levels of Form C.

This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.